The Closest Star

Year 3
Prior Learning and Rationale: By completing this lesson the students will learn foundational
knowledge similar to the previous lessons on the Earth and moon. Understanding foundational
knowledge about the main components that create day and night is important so that students can
build on their knowledge of these components as the unit progresses. If students dont know the
foundations, the more complex ideas cannot be understood completely (Activating Prior Knowledge,
2016).
KLA (s): Science
Outcomes & Indicators
Science:
Investigates their questions and predictions by analysing collected data, suggesting explanations for
their findings, and communicating and reflecting on the processes undertaken ST2-4WS (BOSTES
NSW, 2012c, p 50).
- Using curiosity, prior knowledge, experiences and scientific information with guidance,
identifying questions in familiar contexts that can be investigated scientifically (BOSTES NSW,
2012c, p 50).
Describes how relationships between the sun and the Earth cause regular changes ST2-9ES (BOSTES
NSW, 2012c, p 55).
Whole class objective:
For students to recognise their prior knowledge and then reflect on their learning through the use of
K-W-L.
For the students to source their own knowledge and challenge misconceptions by conducting
research using iPads.
Resources & Equipment:
Classroom organisation:
Introduction: Start in a sharing circle on the floor
30x K-W-L Sun worksheets
and move to students desks to complete K-W-L
Interactive Whiteboard
chart.
Ipad/HDMI cord
Body: Students to move back to floor to explore
iSolar System: Augmented Reality by
augmented reality book and do research.
Caroline Bingham
Conclusion: Class discussion and word wall in a
iPads x 30
share circle. Then ask students move to their table
to complete the last column of the K-W-L chart.
Lesson development:
Introduction: Start by asking students to share their current knowledge and questions about the sun
using think, pair, share method. Now provide students with the resource titled Lesson 4: KWL chart:
The sun and ask them to independently complete columns one and two that are titled, What I know
and What I want to know.
Body: Project the iSolar System augmented reality book onto the IWB and allow students to explore
and question the information provided. Provide access to iPads for students to research the
information they want to know which could be about, the layers of the sun, the effect of the sun on
the earth and why humans and plants might need it to survive.
Conclusion: Facilitate a discussion and ask students what words could be added to the word wall.
These could include but are not limited to: photosphere, chromosphere, transition region, corona,
heat, solar and energy. Ask students to complete the final column of their worksheet titled What I
learned.
Differentiation of learning for individual children
Support:
Extend:
Support students to begin researching by providing a Students who need an additional challenge,
link to the youtube video: Here Comes the Sun:
ask them to reflect on their learning from the
Crash Course Kids #5.1
previous lessons on the earth, moon and sun
(https://www.youtube.com/watch?v=6FB0rDsR_rc)
make a venn diagram about the similarities
This resource can assist Aboriginal and Torres Strait
and differences that the earth, sun and moon
Islander students learning as it provides them with a
have. Resource labelled Venn Diagram

visual stimulus to begin researching (Hackling, et al.,

2015).

(Lesson 4)